Redesignation is a reclassification of a new language speaker from limited fluency to proficiency. There are certain specific criteria to determine when a student moves from one phase of fluency to another. This is determined by the recommendation of the teacher, verbal fluency, reading, and writing as well as how the student does in other academic studies.

Teachers have to be accountable for making the decision whether a student truthfully progresses from one level to the next. Giving credit where credit is due should be the result of redesignation.

It is important for educators to assess the language proficiency of students by collecting and analyzing data effectively to get the best results.

They can use this data to adequately target and improve on the instructions necessary to help the student to become even more proficient.

Students that adapt to English language as their second language and pass through the redesignation phase do so from one level to the next. They move from being English Learners (EL) to limited English proficient learner (LEP) and then to fluent English proficient learners (FEP).

When someone is learning a second language such as English, they have to enter a reclassification process to determine fluency before they can enter a normal classroom. With additional assistance, they can perform even better and get to the next level.

To make sure that student’s progress, teachers are required to give the students language assessment and proficiency test. This kind of process will help the teacher to detect the student’s growth in language proficiency in the earlier stages of learning.

However, it does not detect little changes or proficiency shifts at higher proficiency levels. The reason for that is because second language students that communicate at a higher level of proficiency do so as closely in approximation as that of a native speaker.

Conclusion

It is easier for teachers to measure student’s proficiency progress orally than by written observation because it entails listening and speaking. It is just easier to compare proficiency in a more verbal communicative environment. It is difficult to measure growth by reading and writing because these do not grow as progressively as listening and speaking.